The Impact of Cognitive and Affective Components of Test Anxiety on the High-Stakes Exam Performance in 12th Grade Students

Autor/inn/en	Kültür, Yusuf Ziya; Özcan, Bahadir
Titel	The Impact of Cognitive and Affective Components of Test Anxiety on the High-Stakes Exam Performance in 12th Grade Students
Quelle	In: International Journal of Progressive Education, 18 (2022) 1, S.448-457 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kültür, Yusuf Ziya) ORCID (Özcan, Bahadir)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Test Anxiety; Grade 12; High School Students; Cognitive Processes; Affective Behavior; High Stakes Tests; College Entrance Examinations; Gender Differences; Academic Achievement; Correlation; Foreign Countries; Likert Scales; Emotional Response; Turkey; Test Anxiety Inventory + Suchen Sie Ihr Suchwort? Examination phobia; Testangst; Prüfungsangst; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Cognitive process; Kognitiver Prozess; Affective disturbance; Active behaviour; Affektive Störung; Aufnahmeprüfung; Geschlechterkonflikt; Schulleistung; Korrelation; Ausland; Likert-Skala; Emotionales Verhalten; Türkei
Abstract	The high-stakes exams are administered to the candidates to determine their placement into university programs. One of the variables that can influence the performance of high-stake exams is test anxiety. The current study aimed to examine the associations between the cognitive and affective components of test anxiety with the performance of the high-stakes exam (University Entrance Exam [UEE}) in low-achiever, mid-achiever, and high-achiever groups after controlling for gender. The study participants were 264 12th-grade students from schools representing low-, mid-, and high-achievement groups. The findings showed that the cognitive and affective components of test anxiety did not account significantly for the variance of test performance on the UEE controlling for gender in the three groups. However, test anxiety's cognitive and emotional components had negative significant but weak relationships with test performance in only the high-achiever group. Appropriate implications for practitioners, policymakers, and researchers are discussed. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: https://inased.org/ijpepi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01